PHYSICAL GEOGRAPHY LAB 121 Name ___________________________

Cliffe, Matherly, Curran, Therkalsen, Goodman 50 POINTS POSSIBLE Separate

Grossmont College Handout:

Maps of

LAB #10: CONTOUR S and LANDFORMS Hawaii

and
Mt.
Shasta
A. TOPOGRAPHIC PROFILES
INTRODUCTION: How To Draw A “Topographic Profile” (given a Topo Map)
A “Topographic Profile” shows the Earth’s surface not in “map view,” but as it would appear in
silhouette or “profile view” (e.g., as an observer might see Cowles Mountain while standing at
Grossmont College, rather than by looking down from the vantage point of an airplane). A
Topographic Profile can be constructed along any line across the Earth’s surface (that is, along a
“transect”) by using the contours from a topographic map.
The example below shows how to transfer mapped contour data onto graph paper, thus
constructing a Topographic Profile. Note: the vertical axis of the profile represents “surface
elevation,” while the horizontal axis represents “horizontal distance across Earth’s surface.”

CI = 20 [ft]

To construct a
Topographic Profile
along
Transect A-to-A’…

…use the side of

your own
“Scratch Paper”
on the map,
along the
transcet…

…then use the

same piece of
“Scratch Paper” to
transfer data to
the Profile.
 2

1. Drawing “Topographic Profiles” (+3 Points)

On the left are some simple Contour Maps of islands surrounded by water. On the right, draw a
“Topographic Profile” across each island along a transect from W to E. Do so by the following:
(1) Transfer the contour data from The Map to the side of a piece of Scratch-Paper…lay
down some Scratch-Paper across “the transect” on The Map. Tic-marks and
numbers (corresponding to contours) can be drawn onto the Scratch-Paper at the
points where contours intersect “the transect.”
(2) Put the now-marked Scratch-Paper down along the base of the horizontal axis of
The Profile; now you can transfer the “tic mark” data to the appropriate elevations
across The Profile. Do so as a series of dots.
(3) Connect the dots with a neat, smooth, profile line.
(4) Neatness counts! Be sure to add “shading” to the profile line that you just drew
(by using the side of your pencil), thus, prominently distinguishing your profile from
the other background lines of the axes.

“MAP VIEW” “PROFILE VIEW”

1000’
800’
“ RISE”

600’
The

W E 400’
200’
CI = 100 ft 0’
I. W 0 ft 2000 ft 4000 ft E→
The “RUN”

1000’
800’
“ RISE”

600’
The

W E
400’
200’
CI = 100 ft 0’
II. W 0 ft 2000 ft 4000 ft E→
The “RUN”
1000’
800’
“ RISE”

600’
The

W E 400’
200’
0’
W 0 ft E→
CI = 100 ft
III. 2000 ft 4000 ft
The “RUN”
 3

2. Determining “Vertical Exaggeration” (+3 Points)

a. THE VERTICAL AXIS (from the Profiles on the last page) → The “RISE”
On the Profiles on the last page, convert the vertical Graphic Scale into a Verbal Scale in
“inches per feet” (simply apply a ruler to the Y-axis, which is a Graphic Scale, then read-off
and write as a Verbal Scale): Note: Be sure to write the Verbal Scale correctly…
”something per something” implies a fraction.

b. THE HORIZONTAL AXIS (from the Profiles on the last page) → The “RUN”
On the Profiles on the last page, convert the horizontal Graphic Scale into a Verbal Scale
in “inches per feet” (simply apply a ruler to the X-axis, which is a Graphic Scale, then read-
off and write as a Verbal Scale).

c. COMPARE SCALES
Which scale above (Horizontal or Vertical) is smaller (i.e., which fraction is a smaller number)?
___________________________________

d. THE “VERTICAL EXAGGERATION” (of the Vertical Axis vs. the Horizontal)
How much larger is the Vertical Scale vs. the Horizontal Scale on the last page…is it 2:1, or 3:1,
etc? That is to say, topographic features such as hills and valleys on the real Earth aren’t “that big”
compared to the large horizontal distances between features on Earth’s surface. So, to make
sure that even slight topographic variation is not overlooked on a Topographic Profile, the
Vertical Scale is commonly made larger than the Horizontal Scale by 2 or 3 or 100 times;
i.e., the Vertical Scale is “exaggerated” by some amount.
Determine the Vertical Exaggeration used on the last page. Solve by setting “the larger- Note: All 3 Graphs
on the last page
value Scale” equal to “the smaller-value Scale” times “X.” Then, solve for X: have the same VE.

Include all units  Else – ¼ each time

Show all work
 4

3. Topographic Profile – Site of Grossmont College (+5 Points)

as allocated below

A portion of the “1953 La Mesa Quad” is provided on the next page,

showing the area around Cowles Mountain and Grossmont College before
the college was constructed back in the early 1960’s. Do the following:

a) Draw a “Topographic Profile” from point “A” to point “B” as shown on

the map on the next page. Do so on the next page (on the axes provided
below the map).

❖ It will show the topography of the area around Grossmont College and
off to its west. Landforms include a) Cowles Mountain, with some of its
sharply-serrated east-west running canyons, b) the mesa that Grossmont
College is built upon, and c) the north-south running stream valley that
separates the two.
(+2 3/4 Points)
❖ Do so as explained on Page 1, again using the side of a piece of
scratch-paper: transfer the map’s contour data (as given along
“Transect A-B”) to the edge of your piece of scratch-paper, and then to
the profile. (Simplify where appropriate by using the Index Contours
only.)

(+ ½ Points) ❖ Then neatly and with great care, connect the dots to accurately reflect
the rugged vs. gentle topography along this transect (e.g., most canyons
here are ruggedly “V-shaped” in profile, while mesas are strikingly flat,
etc.).

(+ ½ Points) b) Neatly add “shading” to the profile-line that you’ve drawn. Do so by

using the side of your pencil to draw some “shading” beneath your line;
have the shading-pattern extend down about a centimeter.

(+ ½ Points) c) On your completed profile, add the following labels:

❖ Write the phrase “Grossmont College” on the mesa where the
college was eventually built

❖ Label Cowles Mountain

(+ 3/4 Points) d) On the map (repeat: on the 1953 map that’s shown on p. 5, not on the profile
that you’ve just drawn), use a colored pencil or a highlighter and your La
Mesa Quad (which is more recent and shows the area that’s now occupied
by Grossmont College) to color the mesa that Grossmont College is built
upon. (Do not color below the 720 ft contour.)
 5
5

CI = 25 [ft]
“ Index CI” = 100
[ft]
 6

B. THE “LA MESA QUAD”

1. Reading A USGS Topo Quad
a. Find the Township boundary that passes through Grossmont College (light, dashed red line).
In which Township is located:
(1) The north side of Grossmont College? ________________ (+ ½ Points)
(2) The south side of Grossmont College? ________________

b. Consider the map scale of the La Mesa Quad (as written toward the bottom of the map):
(1) Find the Verbal Scale in “inch per feet:” ___________________________
(2) So, if two places are 3 inches apart on the map,
how far apart are they on the ground in feet? ___________________________ (+ 1½ Points)

(3) Find the map scale given as a unitless RF: ___________________________

(4) Use the edge of a piece of scratch-paper, in conjunction with the Graphic Scale,
to measure the straight-line ground distance from the Radio Tower on Cowles
Mountain to the center of the building mapped at Grossmont College.
Do so to the following units:
feet (round to nearest hundreds-of-feet) = _______________________
mile (round to nearest tenth-of-a-mile) = _______________________ (+ 1½ Points)
kilometer (round to nearest tenth-of-km) = _______________________

(5) (a) Use the edge of a piece of scratch-paper, in conjunction with the Graphic
Scale, to measure the distance across the map’s:
• Southern Boundary in miles,
(rounded to the nearest tenth) = ___________________________
• Western Boundary in miles,
(rounded to the nearest tenth) = ___________________________
(b) Compute the total Surface Area
covered by the La Mesa Quad = ___________________________ (+ 1½ Points)
(Show your work, with units, in the space below) (rounded to the nearest tenth)

c. Magnetic Declination (MN) is the angular-separation between True North vs. Magne-
tic North at any given location on Earth. Give the MN for the La Mesa Quadrangle, as
found immediately-left of the Graphic Scale,
in degrees from True North (shown by a star): _____________ to the ___________ (+ ½ Points)
west / east

Include all units  Else – ¼ each time

Show all work

 7

d. Consider that this map is part of the “7.5 Minute Series” of USGS Topographic Maps:
(1) In the context of both the northern and western boundaries of the map,
explain the “7.5 Minute” name: _______________________________________
_________________________________________________________________
_________________________________________________________________

(2) From the map’s northern to southern boundary, show how to convert this change-
in-latitude (of 7.5 minutes, as discussed immediately above) into a change-in-miles
(1o = 60 min, 1olat = 69 miles); include your work: (+2 Points)

______________________________
(should be about the same as above in “b(5)a”)

(3) What is the exact Latitude and Longitude of

Foster School in Grantville (located in the SW
quarter of the map, ~0.7 miles east of I-15)? ________________________________
(At the “tic mark”) (in units of deg, min, sec; correctly include N,S,E, or W)

e. Consider elevation and the map’s many contour lines:

(1) What is the Contour Interval? ___________________________

(2) Index Contours appear at what interval? ___________________________ (+1 Point)

(3) Estimate our elevation at Grossmont College: ___________________________

(4) Consider hiking from the shores of Lake Murray to the top of Cowles Mtn:

✓ Lake Murray’s “normal elevation” (printed on map) = _______________

✓ Elevation at the top of Cowles Mtn (printed on map) = _______________ (+1 Point)

✓ Total gain in elevation, lake to mountain-top = _______________

f. Name the river that, after flowing through

Santee, has cut Mission Gorge? ___________________________ (+ ½ Points)

Include all units  Else – ¼ each time

Show all work
 8

2. Using a “Compass Protractor” (and a “Ruler”)

Do the following on your own map, so as to not rely upon the lines
drawn by others, as no such map-sharing will be allowed on Exam 2.

a. From the main building mapped at Grossmont College: what is the (+2 Points)
azimuth to the “Stream Gaging Station” that is located within Mission
Gorge? What is the back-azimuth that will get you back to Grossmont?
✓ To start, lightly draw a straight line between the two points.
✓ Then, place the center of your compass protractor right-on-top of the
building, with the north/south axis aligned properly.
✓ Now, read-off the azimuth along the line you drew.
✓ Finally, the “back-azimuth” will be in the 180o-opposite direction.

AZIMUTH = _________________

BACK-AZIMUTH = _________________
(Means “the way back.” It’s just 180o opposite the Azimuth)

b. From the Radio Tower located atop Del Cerro (0.7 miles west of Lake (+2 Points)
Murray at 32o 47’ 30’’ N Lat, 117o 03’ 38” W Long), what is the azim-
uth to the Radio Tower atop Cowles Mountain? Back-azimuth?

AZIMUTH = _________________

BACK-AZIMUTH = _________________

c. Start from the center of the Stadium in Mission Valley, and draw a dot (+3 Points)
here at this exact location on your map. Be exact, or lose points.

Do so by placing your compass pro-

tractor right on top of the 1st dot (with
(1) From this 1st dot…Go 2.25 miles, on an azimuth of 147o, and
north properly aligned), then drawing draw a 2nd dot, exactly here on this second location.
another mark at 147o next to the
protractor. Now, use your ruler to Name the High School = ______________________________
connect the two, extending your line
well beyond. Then, use the Graphic
Scale to measure 2.25 miles out along (2) From this 2nd dot…Go 2.0 miles, on an azimuth of 50o, and
this line, marking exactly your 2nd dot.
draw a 3rd dot, exactly here on this third location.
Name the location = ______________________________

(3) From this 3rd dot…Go 2.85 miles, on an azimuth of 282o:

Name the location = ______________________________
 9

C. DETERMINING the “SLOPE GRADIENT”

A slope’s gradient (or “steepness” or “rate-of-change” or “ rise-over-the-run”) can be
determined simply by subtracting the elevation at one contour line vs. another on the same
slope, then dividing by the horizontal distance between the two. Gradient can then be
expressed as either:
(a) a ratio with desired units applied (e.g., “feet per mile”), or,
(b) without units as a percentage (i.e., “percent grade”).

EXAMPLE
GIVEN: On a Topo Map, it’s been determined that “Point A” is 400 [ft] higher than
is “Point B” along a single slope. The two are 1,360 [ft] apart horizontally.
What is the gradient along this slope in (a) ft/mile, and (b) as a percent?
SOLVE: (a) In “feet per mile” → solve by multiplying gradient by a Conversion Factor
“Rise” 400 ft 5280 ft 2112000 ft
“Run”
x = = 1553 ft / mile
1360 ft 1 mile 1360 mile
(b) As a “percent” → solve by reducing the fraction (including units), and
then multiplying by 100
400 ft
x 100 = 0.29 x 100 = 29%
1360 ft

1. Stream Gradient (“San Diego River” on La Mesa Quad)

(+1 Point) a. From the Gaging Station on the San Diego River at Mission Gorge,
what direction does the river flow (i.e., what direction is “downhill”)?
Use a compass protractor, and give the answer as an average azimuth between the Gaging
Station and the Mission Dam Historic Site.
Direction (in degrees) the river flows TO: ______________________
This is TO what approximate Cardinal Direction? _____________

(+1 Point) b. Through “Mission Gorge,” notice the contours on either side of the river:
Simply but accurately describe the topography of a gorge vs. a
typical canyon (especially the width at base vs. top for each, thus the nature of their sides):
__________________________________________
Simply but accurately describe the contours around a typical gorge
(especially the spacing of the contours, and, the relative distance apart between both sides):
__________________________________________
(+2 Points) c. Determine the gradient of the San Diego River through Mission Gorge
from the 280 ft contour line (near the “Mission Dam Historic Site”)
to the Gaging Station, in (1) feet per 1 mile, then (2) percent grade.
(Don’t expect a large number. Also, you may ask the Instructor for a magnifying glass to help
read the contours; seriously, it helps! Show all work, including units.)

“Rise”
“Run”
ft
x ft
= (1) _______________
ft mile

(2) _______________
“Rise” ft
x =
“Run” ft

Include all units. Show all work. (Else – ¼ each time )

 10

2. Mountain Slopes → A Hawaiian “Shield Volcano”

(+3 Points) MAUNA KEA – Eastern Slope, from Hilo (use Map A, on separate handout)
a. Total Height (from Sea Level at Hilo), in feet (rounded to the nearest thousand feet):
(Note: This volcano actually extends to the bottom of the Pacific Ocean, making it a truly gigantic volcano!)

____________________ - __________________ =
TOP-OF-MTN BOTTOM
(Round to nearest (Sea Level)
thousand feet)

b. Horizontal Distance (from Hilo-to-top), in miles = ________________

(Round to the nearest mile)

c. Average Gradient (Hilo-to-top), in ft/mile and % Grade:

“Rise” ft
=x =
“Run” ft
mile

[feet] / 1 [mile] = ___________

(Round to the nearest foot)

x=
“Rise” ft mile
ft
“Run”
x =
ft
mile mile
ft

% Grade = ____________
(Round to the nearest tenth)

d. Name the 5 volcanoes that make up the Big Island of Hawai’i. Then,
onto Map “A,” circle Hawai’i’s two most currently-active volcanoes
(as determined using Map “A,” which shows the dates of the most-recent lava-flows):

(1) _________________ (3) _______________ (5) _______________

(2) _________________ (4) _______________

e. On the photo below, correctly label Mauna Kea vs. Mauna Loa (do so by
using Map “A” for guidance, and, by noting that NORTH is to the left on the photo):

Mauna _____ Mauna _____

Hualalai

The Big Island (Hawai’i), in profile, from the West (from Wikipedia)

Include all units. Show all work. (Else – ¼ each time )

 11

3. Mountain Slopes → A Cascadian “Stratovolcano”

(+3 Points) MOUNT SHASTA – Southwest Slope (use Map B, on a separate handout)

a. Total Height (top-to-bottom), in feet (rounded to the nearest thousand feet):

____________________ - __________________ =
TOP-OF-MTN BOTTOM
(Round to nearest (Assume the 3000 ft
thousand feet) contour as “bottom”)

b. Horizontal Distance (top-to-bottom) in miles = ___________________

(Assume the 3000 ft contour as the “bottom”) (Round to the nearest mile)

c. Average Gradient (bottom-to-top), in "[ft]/1[mile]" and in "% Grade"

Reduce the Fraction

[feet] / 1 [mile] = ___________

(Round to the nearest foot)

“Rise”
“Run”
ft
x ft
=
ft mile

% Grade = ____________
(Round to the nearest tenth)

Include all units. Show all work. (Else – ¼ each time )

 12

4. Mountain Slopes → Cowles Mountain

(+3 Points) COWLES MOUNTAIN – Southern Slope (use La Mesa Quad)

a. Total Height (from the 700 ft contour), in feet:

____________________ - __________________ =
TOP-OF-MTN BOTTOM
(as printed on the map) (Assume the 700 ft
contour as “bottom”)

b. Horizontal Distance (from top-to-bottom), in feet = _______________

Do so from the south side of the mountain; assume the 700 ft contour as the “bottom.”
(Hint: Do so using the side of a piece of scratch-paper, etc.)

c. Average Gradient (top-to-bottom), in ft/mile and % Grade:

“Rise”
“Run”
ft
x ft
=
ft mile

[feet] / 1 [mile] = ___________

(Round to the nearest foot)

“Rise” ft
x =
“Run” ft
% Grade = ____________
(Round to the nearest tenth)

“Mission
Gorge Rd”

THIS PHOTO: Taken from the west side of Cowles Mtn (i.e., from San Carlos)

Include all units. Show all work. (Else – ¼ each time )

 13

D. “TOPOGRAPHIC PROFILES” → Mt. Shasta

(+4 Points)
1. On the blank graph below, construct a Topographic Profile of Mt. Shasta, using the
data given on the map located on the last page. Do so in the following manner:
a) Draw a transect line on the map between the two arrows.
b) Construct the Profile along this transect, using the edge of a piece of
scratch-paper, the Graph below, and the method described on page one.
(Note: the Profile has already been started for you on the Graph below.)

SUMMIT

A B

2. On the profile of Mount Shasta above, attempt to approximate a simplified drawing of (+4 Points)
the profile of both Mauna Kea and Cowles Mountain to scale. Center the summit
of both at the same position horizontally as is Mt Shasta. Before plotting, record
data on the tables below. (Note: Contour Intervals and Map Scales differ on the
maps used. Thus, these other two will not fit well onto the profile axes, since they’re
best-scaled for Mt. Shasta; the comparison should be interesting!)
Cowles Mtn:
Mauna Kea: Location Elevation
Location Elevation At the Summit __________
At the Summit __________ 0.5 miles SW of summit __________
5 miles SW of summit __________ 1.0 miles SW of summit __________
10 miles SW of summit __________ 2.0 miles SW of summit __________
5 miles NE of summit __________ 0.5 miles NE of summit __________
10 miles NE of summit __________ 1.0 miles NE of summit __________
2.0 miles NE of summit __________